ECVET Compliant Guidelines

ECVET Compliant Guidelines Content 1. Introduction 2. What is ECVET? 3. How can ECVET be used? a. In international mobility b. In other learning activities 4. Objectives of this course 5. Learning Outcomes and Units of Learning Outcomes 6. Documents a. Memorandum of Understanding b. Learning Agreement c. Personal transcripts 7. Activities a. Assessment b. Validation and Recognition c. Accumulation 8. Sources on the internet 1. Introduction These guidelines are developed to assist the partners in the project in their designing and developing of the learning sessions. With these guidelines the partners can make these sessions ECVET-proof. In these guidelines they will find a description of the principles of ECVET and its advantages for VET. Related topics such as Learning Outcomes, Units of Learning Outcomes, Validation and Recognition of Learning Outcomes will be described as well. It will also help the process of recognition of Learning Outcomes when the project is in the phase of dissemination in the participating countries. This document also gives an overview of relevant websites and documents. Focus is on the ECVET Toolbox, where a lot of examples of tools can be found. 2. What is ECVET? ECVET stands for the European Credit System for Vocational Education and Training. It is a technical framework for the transfer, recognition and (where appropriate) accumulation of individual Learning Outcomes (LO) with a view to achieving a Qualification. ECVET tools and methodology comprise a description of qualifications in terms of Units of Learning Outcomes, combined with the process of transfer and accumulation of LO. Seite 1 von 10

Also complementary documents such as Learning Agreements, personal transcripts and user guides are part of this methodology. ECVET is intended to facilitate the recognition of LO in accordance with national legislation, in the framework of mobility, and for the purpose of achieving a qualification. ECVET aims to support: - Mobility of European citizens, - Facilitating Lifelong Learning (formal, informal and non-formal learning), - Providing greater transparency in terms of individual learning experiences. It makes it more attractive to move between different countries and between different learning environments. At a systems level, ECVET aims towards better compatibility between the different vocational education and training (VET) systems in place across Europe, and their qualifications. ECVET is related to EQF, From a geographical mobility perspective, ECVET aims at facilitating the Validation, Recognition and Accumulation of skills and knowledge acquired during a stay in another country, with a view to ensuring that such experiences contribute to the achievement of vocational qualifications. ECVET Principles summarized 1. Learning is EQF related, 2. Learning is independent of learning pathway, 3. It is transparent and recognisable, 4. It is measurable, because of recognition and validation, 5. Learning is organised in Units/modules. 2. How can ECVET be used? ECVET can be used in: a. Geographical mobility b. Lifelong learning. a. Geographical Mobility (International) mobility in vocational education and training (VET) is already happening. It is the EU s political ambition to significantly increase the number and duration of exchanges. Developing and enhancing geographical mobility implies putting in place a range of support mechanisms and activities for learners including, for example, language learning and financial support (Erasmus+ Mobility Grant). The visibility and recognition of learning achieved abroad is equally crucial for enhancing VET mobility. For that reason, ECVET was designed, in combination with Europass and the European Qualifications Framework (EQF), related to national qualification frameworks. All these tools are developed for the improvement of learning recognition and transparency. Seite 2 von 10

For this geographical Mobility ECVET offers: - A framework for the assessment, validation and recognition of learning outcomes. - Tools and instruments to support quality in mobility. - Integration of mobility into existing learning pathways. - Support in the valorisation of key competences (such as foreign language skills or intercultural competence) in combination with more technical competences. - Contribution to the development of a common language, to be used by the different VET stakeholders to promote mutual trust. b. Lifelong Learning For the project, the importance of ECVET is more in Lifelong Learning. In the context of economic restructuring, where certain sectors are declining whilst others have difficulties in recruiting adequately qualified staff, there is a need for a flexible workforce. People are expected to have both the aptitude as well as the opportunity to enable continued learning and the development of new knowledge, skills and competences. Lifelong learning supports the transition between different jobs, companies or sectors, as well as the transition from unemployment or inactivity into employment. It is a tool to improve the match between labour market demand and supply (employability) and for supporting social inclusion. ECVET can assist lifelong learning by improving the transfer, recognition and accumulation of that which has been learned in the past, irrespective of the learning environment. It can facilitate the development of individual and flexible lifelong learning paths enabling individual learners to gain knowledge, skills and competence, and ultimately a qualification (certificate or diploma). ECVET supports individual learning scenarios, including: Learners wishing to upgrade or extend their qualifications through part-time study. Learners wishing to study for additional qualifications that complement or build on those already held. Learners seeking qualifications for career progression. Learners returning to education or training. 3. Objectives of this guideline This guideline is made for the designers and trainers in the project. The general objective is described as follows: To give the designers and trainers useful information, needed to make the learning sessions ECVET-proof, especially where it is about the transnational aspects of validation and recognition of learning outcomes. An example makes it clear: A learning session has been developed in Greece. Next step is the translation of all the supporting learning materials in the Dutch language. A Dutch student follows the learning session. For all actors involved it is important to know what is needed to give the trainee an optimal support during the training and how the learning result can be validated and recognised? Seite 3 von 10

These general questions lead to a number of specific objectives: Designers and trainers of courses know: The principles of ECVET The value of ECVET in Lifelong Learning processes. How to design and formulate an ECVET-proof course. How to formulate (Units of) Learning Outcomes in relation with job/competence profiles. Procedures for validation and recognition of Learning Outcomes. How to use tools, such as a Memorandum of Understanding and Learning Agreements. The use of Personal Scripts 4. Writing of Learning Outcomes What is a Learning Outcome? Learning is considered as an activity of the learner! Learning Outcomes are descriptions of what learners will learn from a learning unit or module. The focus is on the learners: What will they learn from the module? (Rather than the traditional instructor teaching: What am I going to teach the learner?). These LO/statements always include a verb phrase and an impact ("in order to") phrase: What learners will do/be able to do and how they will apply that skill or knowledge. Learning outcomes are also defined in the Recommendation of the European Parliament and of the Council on the establishment of the EQF, and in a similar ECVET Recommendation: LO s are statements of what a learner knows, understands and is able to do on completion of a learning process, and which are defined in terms of knowledge, skills and competence. Learning outcomes are usually developed as a part of the process of designing and building qualifications, and can be achieved by individual learners, through various different learning pathways, modes of delivery and learning contexts (formal, non-formal and informal). This is important for the Skiff project, since the traditional trainer-trainee relation will be different from the traditional situation. How are Learning Outcomes described? Where the European definition of learning outcomes uses the terms knowledge, skills and competence, as a common denominator, LO s are often described using terminology or descriptors already in place across the different European countries, regions and sectors. Once developed, LO s are usually grouped together to form units of learning outcomes, according to one or more common criteria (for example, linguistic, occupational or technical nature; complementary competences; level of learning). Sometimes these units are also known as modules. Units are then brought together to form professional qualifications. Decisions on the grouping of learning outcomes remain with the competent institutions/bodies in each country. For the Netherlands this competent body is SBB (see Seite 4 von 10

https://www.s-bb.nl/en ) In some European countries, successful LO s results in credits, following a process of validation. Such a credit often contributes to the achievement of a qualification or certificate or even a diploma. In other countries, where unit-based qualifications are not in use, or where qualifications systems do not allow for credit accumulation or transfer, learning outcomes can be developed specifically for mobility purposes. It is possible to have activities recognized as a part of the curriculum, yet with achievements often viewed as extra-credit. This is described in the Learning Agreement and in the trainee s Personal Transcript. In all cases LO s should be agreed in advance, and communicated to all parties, with direct reference made in the Learning Agreement. Additional information on the use of LO s can be found in the ECVET Toolkit. Example of learning outcomes All course designers are invited to have some practice in writing LO s. Take a part of your course and try to describe the LO s for that part. This can lead to the following descriptions: o o o o The learner can carry out his work related to cooking professionally. The learner works systematically and in due time in order to require the needed production level. The learner works efficiently with equipment and machines. The learner communicates carefully with team members about activities and production problems. How to write Learning Outcomes LO s can be simple or difficult. Compare it with EQF; the same job related activity can be described on a simple level, with a direct task, only short-time and no responsibility for others (EQF 2?) or very complex, with more responsibilities and with a longer time-path (EQF 6?) Bloom's Taxonomy of Educational Objectives (published in 1956 and revised in 2001) gives examples how to express LO s in a way that reflects cognitive skills. Bloom describes five levels (lowest to highest cognitive skills): Knowledge/remembering Comprehension/understanding Application/applying Analysis/analysing Evaluation/evaluating Synthesis/creating Bloom's taxonomy can be used to identify the right verbs to describe the learners learning. Examples of typical LO verbs, for example for a farmer s course could include: Knowledge/Remembering: define, list, recognize, Comprehension/Understanding: characterize, describe, explain, identify, locate, recognize, sort, Seite 5 von 10

Application/Applying: choose, demonstrate, implement, perform, Analysis/Analysing: analyse, categorize, compare, differentiate, Evaluation/Evaluating: assess, critique, evaluate, rank, rate, Synthesis/Creating: construct, design, formulate, organize, synthesize. There are also some verbs to avoid when writing LO s. These verbs are vague and often not observable or measurable. For example, how would you measure whether someone has "become familiar with" a particular tool? Use a more specific verb. If you want learners to "understand" something, think more closely about what you want them to be able to do or produce as a result of their "understanding." Verbs to avoid: Understand, Appreciate, Know about, Become familiar with, Learn about, Become aware of. Example: Instructional design and work process in the BBE-course The following example is from the Biobased Economy Course as developed by Blankcon. The BBE Value Pyramid describes the added value in the Value Pyramid. On the lowest level, you find the cheapest products. The higher, the more expensive the product (And the more interesting from an economic point of view) source: Blankcon, Course Biobased Economy Sector/domain: horticulture agro-production. Here is made clear for which sector this course is relevant. Target Group: vocational level EQF 2 & 3 workers or trainers of the workers. This is important for the right promotion and marketing of the course. Process - Workflow Step 1: Definition of the Instructional design this must be ECVET proof Seite 6 von 10

Step 2: Interview with the target group to collect: o 1) Learning issues (topics), o 2) Learning resources (text, theory) o 3) Good practices (stories based on the interviews with entrepreneurs/businesses) In Holland (Hans/Hilda) and in Germany (Elke) and in the partner countries (all partner organization SKIFF) Step 3: Ranking the learning issues, based on the several layers of the BBE pyramid as shown in the figure. Step 4: Definition of the Units of LO s, based on the several learning issues. Step 5: Collecting and developing all kinds of learning resources (from text to video) which match with the LO s. Step 6: Harmonising and integrating the text and putting the learning issues, the units of LO s and the learning resources on the learning platform. Instructional model Learning issues Units of Learning Outcomes Learning Outcomes Energy. All kind of Units Chemical & Materials ----- All kind of Units ------ ------ Nutrition ----- Health. All kind of Units All kind of Learning units ------ ------ Example Learning issues Units of Learning Outcomes Learning outcomes Energy What is biomass? How is energy made out of biomass Biomass and bio-waste. All kind of Learning units e.g List of different definitions of biomass Video with a good practice Description of an experiment Knowing the definition of biomass - Seite 7 von 10

Exercise The designer/trainer is asked to take a part of his course and to try to make this same analysis. It will lead to the following course structure: - Orientation - Learning Outcomes, basic knowledge - Pre Knowledge of the trainee - Examples/Good Practices - Exam - Assignment 5. Documents Memorandum of Understanding A Memorandum of Understanding (MoU) is an agreement between competent institutions/bodies, which sets the framework for validation and recognition of LO s, leading to credit transfer. It formalizes the ECVET partnership by stating the mutual acceptance of the status and procedures of competent institutions involved. It also establishes partnership s procedures for cooperation. Credit transfer needs Mutual Trust between the competent bodies involved. As stated in the ECVET Recommendation, this Mutual Trust should be promoted by establishing the MoU. In order to recognize trainee s credits, the competent body in charge needs to be confident that the required LO s have been assessed in a reliable and valid manner. It also needs to trust that learners credit does concern the expected LO s and that these are at the right level. By setting up a MoU, competent bodies should acknowledge their partners approaches to designing units, assessment, validation, and recognition as well as quality assurance. Through this process, they make informed judgments about the conditions under which they can recognize credit achieved in partner systems. For the Skiff project, it has to be discussed how the right competent bodies in the participating countries will be identified and how they will be involved in the formulation of these MoU s. Learning Agreement Learning Agreements are mainly designed for trainees in mobility situations. Such a learning agreement is an individualized document, which gives the conditions for a specific mobility period. It specifies, for an individual learner, which LO s and Units should be achieved together with the associated ECVET/credit points. The learning agreement also describes, if the learner achieves the expected LO s, positively assessed by the "hosting" institution, the "home" institution will validate and recognize them as part of the requirements for a qualification. Therefore the learning agreement Seite 8 von 10

constitutes a commitment to the learner that his/her achievement, if in line with the expectations, will be recognized. For the Skiff project, it has to be discussed what kind agreements a trainee will make, with which training provider (hosting institution), on what level, with what credits, before the trainee starts the course. Also the rule of a tutor (who helps and guides the trainee, during the learning process) has to be clarified. Personal transcripts The personal transcript is a record of learning achievements. It contains information on learners assessed LO s, Units and ECVET/credit points awarded. It also specifies the identity of the learner and the competent body/bodies that assessed, validated and recognized the learners credits. The personal transcript is a document that belongs to the learner. 6. Activities Assessment The hosting institution organizes the assessment of LO s as specified in the Learning Agreement. This assessment can be done by teachers, trainers, coaches, tutors, employers, etc. It depends on the education and training and assessment arrangements and procedures that are used in the host context. In the Skiff project, it has to be worked out who is the host institution and who is the home institution. It is important that the hosting and home institutions discuss, prior to the learning activity, the assessment methods used and the profile of assessors to make sure that these meet the quality assurance requirements expected by the home institution which will validate the credit (note that this does not mean that the assessment methods and profile of assessors should be the same between the home and the hosting institution). Recognition and Validation After a positive assessment of the learner s achievements by the host institution, the home institution will recognise and validate the results. Accumulation Credit accumulation is a process through which learners can acquire qualifications progressively by successive assessments and validation of learning outcomes. In Skiff, for example, a trainee can follow the BBE course and also the Organic Agriculture Course. Are the combined credits enough for a certificate and/or diploma? The competent bodies, which are responsible for the award of the qualification, decide the possibility of accumulation of credits. When the learner has accumulated the credit required and when all the conditions for the award of the qualification are fulfilled, the learner is awarded the qualification. Seite 9 von 10

In ECVET, accumulation is enabled by the use of units of LO s that can be progressively assessed, validated and recognized. It is based on national qualification systems rules and requirements on accumulation. These rules define which LO s are accumulated towards which qualification and how they are assessed and validated. It is not realistic that during the Skiff project, trainees will be in this situation of accumulation. However, in case the learning platform will continue after the project has ended, this can be a relevant question. 7. Sources on the Internet This chapter gives the trainer/course designer a number of basic links to documents about ECVET and its benefits. It helps the trainer to know more about ECVET and what it means for the development of SKIFF courses and the validation and recognition of these courses. General information from the ECVET Toolkit: http://www.ecvet-toolkit.eu Establishment of the European Credit system for Vocational Education and Training (ECVET): Recommendation of the European Parliament and of the Council (2009 https://eur-lex.europa.eu/lexuriserv/lexuriserv.do?uri=oj:c:2009:155:0011:0018:en:pdf ECVET Users' Guide - Part 3: Using ECVET to Support Lifelong Learning (2012) http://www.ecvet-secretariat.eu/fr/system/files/documents/1322/ecvet-support-lll.pdf Background document on the benefits of ECVET http://www.cedefop.europa.eu/en/publications/21204.aspx Get to know ECVET better Questions and Answers - ECVET Secretariat http://www.ecvet-secretariat.eu/de/system/files/documents/14/questions-answers-aboutecvet-21/04/2010.pdf Guidelines for describing units of Learning Outcomes http://www.viaa.gov.lv/files/news/24389/guidelines_for_describing_units_of_lo.pdf Mutual trust and how to use the Memorandum of Understanding http://www.ecvet-toolkit.eu/ecvet-toolkit/prepare-memorandum-understanding Seite 10 von 10